総合英語 : 理論と実践

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In 2000 at Sendai College a new English course was introduced. The new English course was called All-Round English (Sogo Eigo in Japanese). The design of this new course was fundamentally different from that of the old one. The aim of this article is to explain why changes were necessary and what changes were made together with the educational theory supporting them. In the old compulsory English course, students had a poor attitude (low effort) and a significant minority of students was not punctual for classes. Students had to choose between a basic, a reading or a conversation class but were not allowed to take all three classes. Of the students, especially in the grammar class, an increasingly large number were failing the course and these failed students got no credit for any effort they made during the year. All of this had a negative effect on student motivation leading to an even more intense dislike of English. In order to resolve the problems of the old system and to try to change the psychological environment of English classes, the new course was built on 3 fundamental concepts: choice, responsibility, and reward. Students were offered choices about what and how long they study among the nine different areas, but the students themselves must accept the responsibility for their own learning. The role of the teacher is a facilitator. The students'role is to do the work and if they get stuck to ask for help from the teacher. Any effort students make will be immediately rewarded with points, which accumulate week by week. Students with less than 500 points do not get a credit for the course, but keep all their points and continue the following year. Students' attitudes to class have definitely changed. Teachers no longer spend anytime acting like 'classroom police'. Effort has been recognized as the only way to succeed and that only the students who make sufficient effort will pass. The points ranking each week gives on-going feedback as to a student's progress which in turn leads to a sense of academic achievement. The English teachers are pleased with the change in the majority of student attitudes and effort being made. Each week students can be seen queuing at the classroom door well before the class is due to start. It is only the students who can motivate themselves. Students will do this in order to satisfy their current goals or needs. Hence teachers are limited to helping students to satisfy these current goals and needs. It is in this way and in this way alone, that teachers can affect students. Therefore teachers must create education systems that initially spark students into life and then ensure their motivation maintenance. It was with this aim in mind that the system of All-Round English was created using the four tools; clear goals: overall and proximal, feedback and reward, suitable environments and an adoption of a 'just do it' attitude.
仙台大学の論文

総合英語 : 理論と実践

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